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California Performance Assessments For Teachers and Leaders

CalTPA Faculty Materials

Faculty Policies

For faculty at programs participating in the CalTPA field test, please review the following policies concerning your participation.

CalTPA Acceptable Support

This document outlines policies and guidelines for supporting candidates during their completion of the CalTPA. These guidelines apply to all support providers including faculty, supervisors, cooperating teachers, mentor teachers, peers, and others who may provide assistance (e.g., tutors). Consistent with research on student learning, programs are encouraged to help candidates examine in meaningful ways the Teaching Performance Expectations (TPEs) evaluated by the CalTPA, and to discuss how they will demonstrate their performance in relation to those expectations. Since the CalTPA is to be embedded within an preparation program, it is expected that candidates will engage in professional conversations with support providers about teaching and learning associated with the outcomes assessed by the CalTPA. Support providers are encouraged to review with the candidate the language, structure, and progression of a candidate's submission against the CalTPA rubrics, and to provide formative feedback and guidance to the candidate as part of the preparation program experience.

The following activities constitute required forms of support for candidates completing the CalTPA:

  • Providing candidates with access to the CalTPA assessment and other explanatory materials about the CalTPA and expectations for candidate performance on the assessment
  • Explaining CalTPA cycles and rubrics, and guiding discussions about them (e.g., orientation or overview sessions)
  • Engaging candidates in formative experiences aligned with the CalTPA (e.g., assignments on the plan, teach and assess, reflect, apply sequence; practice in informal assessment of student work or using educational technology)

The following activities constitute acceptable, but not required forms of support for candidates completing the CalTPA:

  • Providing and discussing support documents such as CalTPA Acceptable Support
  • Referring candidates to the definitions and clarifications of key terms contained in the CalTPA assessment materials
  • Reviewing examples of effective teaching (e.g., lesson plans, classroom observations, feedback to students) using CalTPA rubrics or support documents
  • Referring candidates to a writing workshop or center for assistance in improving writing for course assignments, as long as the assistance is not in the form of direct editing of candidate responses
  • Recommending and/or providing specific assistance to address areas in which a candidate has demonstrated a need for improvement (e.g., reflective writing, using knowledge of students to plan instruction, differentiating instruction)
  • Explaining scoring rubrics by using them in formative exercises or assignments
  • Linking content and experiences from the preparation program to the TPEs as measured by the CalTPA cycles and rubrics
  • Providing a schedule/timeline for completion of CalTPA
  • Conducting "check-in" meetings to discuss timelines and deliverables, and to ascertain or address candidate questions
  • Co-planning an instructional segment with a peer or cooperating teacher, while ensuring that the evidence submitted for the CalTPA represents the original work of the candidate(s)
  • Providing access to translations of instructional materials in languages other than English
  • Paraphrasing or answering candidate questions about the content of an instructional cycle, rubrics, directions (including templates), or support documents such as the CalTPA assessment materials
  • Probing candidates to self-assess draft responses or video recordings against the CalTPA rubrics without providing direct edits to responses or specific answers to CalTPA prompts
  • Answering common questions about the CalTPA in a group setting
  • Facilitating candidate discussion groups that are intended to provide peer-to-peer support for completing the CalTPA while maintaining the original work of each candidate
  • Providing references to relevant articles or sections of a text to address questions about effective instructional strategies
  • Assisting candidates in understanding how to use the electronic platform for accessing materials and uploading submissions
  • Arranging technical assistance for video-recorded portions of the CalTPA

Although there may be many opportunities for support providers to encourage a candidate's deeper understanding and demonstration of pedagogy, other supports are not acceptable within the CalTPA process. These unacceptable forms of support will undermine the use of the assessment as a determinant of a candidate's status with respect to the TPEs and as an indicator of preparation program quality and effectiveness.

The following activities constitute unacceptable forms of support for candidates completing the CalTPA:

  • Providing a candidate with the content or answer in response to a CalTPA prompt (e.g., selecting for a candidate the focus students or learning theories/underlying research on which to base a response)
  • Editing a candidate's response prior to submission
  • Conjecturing on CalTPA performance requirements, expectations, or "what counts" as sufficient evidence
  • Using institutional terms and definitions as substitutes for those used in the CalTPA
  • Offering critique of a candidate's draft responses prior to submission for official scoring that provides specific, alternative responses
  • Telling a candidate which video clips or work samples to select for submission
  • Describing scenarios or hypothetical examples, or using submissions from other performance assessments to approximate CalTPA performance standards or "benchmarks"
  • Uploading a candidate's responses (written or video-recorded) to publicly available websites or through social media

Candidate Video Recordings

If a candidate permits an authorized faculty member to access his or her video recording, the faculty member must treat the video recording as a confidential assessment record.

All feedback must conform to the policies and guidelines for CalTPA Acceptable Support.

Faculty members may not:

  • Store/upload a candidate's video to a shared system that has not been designated as the CalTPA website
  • Display a candidate's video publicly on a non-secure platform (i.e., through personal websites, YouTube™, or Facebook™)
  • Share a candidate's video with any other individual, preparation program, or entity unless permission is granted by the candidate and is within the parameters of the signed consent forms obtained by the candidate for all individuals featured in the video.

Faculty Resources

Please note:

  • Field test support resources are password-protected. Programs participating in the field test will receive the password from the CalTPA program, and participating faculty will receive the password from their programs.
  • Materials provided by preparation programs or other stakeholders and links to any third-party websites and software are provided by Pearson as a courtesy, and do not constitute an endorsement of any third-party products or services you may access. If you do access a third-party site and/or software, you do so at your own risk.
  • For the best experience, download and open PDFs in Adobe Reader opens in a new window.

Field Test Support

Program Implementation Support

Educational Technology Resources

  • Quizizz Link opens in a new window., student engagement and assessment
  • Socrative Link opens in a new window., student engagement and assessment
  • Screencastify Link opens in a new window., recording instruction for personalized learning